Homework: Motivation and Learning Preference

By Eunsook Hong; Roberta M. Milgram | Go to book overview
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Homework Intervention: Focusing on Homework Motivation and Preference


The development and validation of the Questionnaire HMPQ provides an individual HMPP in the six areas postulated in the conceptual model: motivational source, motivational strength, organizational, surroundings, perceptual-physical, and interpersonal preference. The information provided by this self-report instrument can be of use to students, teachers, and parents. The HMPP can provide learners with the opportunity to reflect on their own motivations and preferences about homework. They can acquire knowledge both of themselves as learners and about some of the complexities of the learning process (Jonassen & Grabowski, 1993). When asked what they thought of the homework preference information that they received, one common answer was that it helped them to look further into how they do the homework (Hong, Tomoff et al., 2000). The same instrument can be used with the teachers to increase awareness of their own preferences about learning and about those of their students. The instrument can also be used with parents, who can be asked to respond to the items as they observe how their child prefers to do homework. In this chapter, we briefly introduce how the HMPQ and HMPP can be utilized in enhancing learning or teaching conditions for students, teachers, and parents. These topics are elaborated further in later chapters.


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